Quality Online Courses

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Overview of Changes to the National Standards for Quality Online Courses
Courses Standard Changes

The National Standards for Quality Online Courses provide a comprehensive framework to support schools, districts, state agencies, statewide online programs, and other educational organizations in improving the quality of online learning programs. These standards are designed to offer guidance while allowing maximum flexibility for different kinds of users.

The National Standards for Quality Online Courses include the following standards:

  • Standard A: Course Overview and Support
  • Standard B: Content
  • Standard C: Instructional Design
  • Standard D: Learner Assessment
  • Standard E: Accessibility and Usability
  • Standard F: Course Technology
  • Standard G: Course Evaluation

Each standard is accompanied by specific indicators that provide a detailed framework for defining a quality online course. As part of the refresh process, explanations and examples for each indicator were enhanced to provide deeper context and concrete strategies for implementation. Additionally, community-contributed resources offer concrete examples of how the indicator can be achieved in practice. These resources are available on the NSQ website, nsqol.org in the Resources section.

The Quality Matters K-12 Rubric, Fifth and Sixth Editions (© 2019 and 2025 Quality Matters) were used to support this work and some standards and indicator language may be the same or similar. A crosswalk of the two standards sets is available on the NSQ website in the Resources area and the Quality Matters website. This purposeful connection illustrates the overlap and contribution of the Quality Matters community to the NSQ community as well as the underlying importance of the original iNACOL standard set on this connection.

The 2025 refresh includes a few key updates:

  • Expanded Explanations and Examples – Provide additional insight into the indicators and tangible examples to illustrate implementation strategies. New Designer Notes were added to select indicators, providing course design suggestions.
  • Updates to Standard F: Course Technology – Revised indicators to emphasize the technology used within the course rather than focusing solely on the technology.

The overall design of the course is made clear to the learner at the beginning of the course. The course materials include support services essential to learner and instructor success. Course instructions articulate or link to relevant information and services.

EXPLANATION

An overview of the course and the syllabus clarifies how to start and where to find essential course components. These can be presented up front in the course instructions.

EXAMPLES

A syllabus is posted in the course that includes a scope and sequence, pacing guide, contact information, link to orientation, textbook information, and grading information.

An overview for an elementary course provides information about getting started, teacher contact, pacing, and parental role.

EXPLANATION

Computer skills might include downloading and uploading files; downloading and installing software; using email with attachments; copying and pasting; creating, saving, and submitting files in commonly used word processing program formats; and working in multiple browser windows and tabs simultaneously.

Digital literacy skills might include using online libraries and databases to locate information; using online search tools, properly citing sources; critical evaluation of information, including the accuracy of data sources; and creating digital content in various media.

The course homepage or the learner dashboard includes information about and a list of needed computer and digital literacy skills, tools, and resources. General and course-specific skills, tools, and resources that learners must have to succeed in the course are specified. Resources include tutorials and practice exercises.

EXAMPLES

The course provides a general overview of the computer and digital literacy skills required for success. The information can be modified to include more specific skills or resources tailored to particular courses.

EXPLANATION

Instructor information is provided to learners with contact, availability, and biographical information.

Instructor response time and information on how to contact the instructor via phone, email, or online messaging tools are provided within the contact information.

The course includes an instructor’s self-introduction placed prominently in the course. Clearly stated information about instructor availability and response timeframes is included.

EXAMPLES

Teachers send a welcome email to the learners and their parents/guardians that includes the teacher’s contact information, a link to a scheduling app, and a link to their virtual office in their email signature.

A course homepage includes a space for the teacher’s welcome letter, which shares the teacher’s biographical and contact information and sets the tone for the course. Learners and parents/guardians have access to the course homepage to view these details.

EXPLANATION

The Acceptable Use Policy, learner expectations for academic integrity, use of copyrighted materials, communication expectations, privacy policies, and accessibility policy are clearly stated.

EXAMPLES

Policies are prominently located within the course overview, syllabus, or orientation.

Learners are instructed to use the appropriate copyright and licensing labeling of all third-party content used in their assignments, including documents, videos, audio recordings, etc.

Learners complete an orientation module, which includes the Setup for Success content page, Materials assignment, Course Expectations assignment, Tech Survey graded quiz, and Introduce Yourself Gallery assignment. Each item provides an orientation, covering policies and procedures while also connecting learners with their teacher and other learners in the course.

A course expectations assignment walks students through various policies, including late work, communication, live class rules, and fair use.

A “How to” folder includes how to use the platform, virtual meeting software, other applications and software, academic integrity protocols, and expectations for participation and success in the program.

EXPLANATION

Learners are provided with detailed, clearly worded information regarding the technologies they will need throughout the course, including information about where they can be obtained. The term “technologies” covers a wide range, including hardware, software, plug-ins, and mobile applications (apps).

EXAMPLES

A course resource explains whether the software used in the course is compatible with multiple operating systems

Learners are informed that they will need speakers, a microphone, and/or a headset and where to obtain them.

A list of required downloadable resources, including links and installation instructions, is provided.

A syllabus links to a program-wide document related to the minimum technology requirements to complete the course.

EXPLANATION

Expectations for successfully completing the course, earning course credit, and calculating grades are clearly defined for the learner and instructor.

EXAMPLES

The course begins with an instructor-supported overview of grading policies and procedures as they link to content objectives. These policies and procedures are captured in an accessible document.

The course outlines important information, including the grading policy, and defines the points that quizzes, tests, projects, and practices are worth.

A syllabus includes a section explaining the assessments, their contribution to the course grade, and the grades required to receive credit for the course.

EXPLANATION

Online technical help and support should be available at any time. If 24/7 support is unavailable, support hours are clearly posted within the course or on the online program’s website, and a maximum response time is noted.

The scope of technical support is explained, and contact information for the help desk support is provided.

EXAMPLES

Staff is available by chat client from the content page for learners facing technical issues. They can remotely access the learner’s machine from their location to diagnose technology issues (i.e., browser extensions, system compatibility, connectivity issues, etc.).

Assistance may include Frequently Asked Questions, training resources, mentors, peer support, or conversational agent (chatbot).

A technology survey quiz walks students through best practices for using technology, including how to connect with online support. It is part of a Setup for Success module at the beginning of every course. Learners have unlimited attempts to earn 100%, and the quiz is part of the Participation category.

EXPLANATION

When new to the learning environment, course structure, or tools, learners are offered an orientation before starting the coursework. The orientation should describe the experience of learning online and what is needed to manage challenges successfully.

EXAMPLES

An orientation may include time commitments, software and hardware requirements, and instructions on setting up the learner’s computer and work environment. The training is provided in written form, face-to-face, via video, or online.

Learners and caregivers are required to attend an in-person orientation the week before school starts. There, they learn about their virtual pathway, take school pictures, pick up and learn how to log onto their school issued device, receive door prizes, and meet teachers and other families.

The course provides learners with various content options that promote their understanding of content and are aligned with state or national content standards.

EXPLANATION

Course objectives or competencies are present, explicitly stated, measurable, and can be easily found by learners. Objectives are written using learner-friendly language.

Course-level learning objectives or competencies are typically provided to learners in a course syllabus or at the beginning of a course and establish the basis upon which online instructional units or modules are organized and aligned.

EXAMPLES

The following are some examples of measurable course-level objectives or competencies:

  1. I can select appropriate mathematical operations for problem solving.
  2. The learner will be able to develop a personalized plan for success that integrates academic integrity, setting goals, and managing time.
  3. You will be able to articulate personal attitudes about risk and its relationship to high-risk situations on the road.
  4. I can collaborate on a group project on the Solar System by completing designated tasks and offering feedback to team members on their tasks.

Objectives for younger learners are often written as “I can” statements.

The course objectives for Exploring Communities and History: Middle School Social Studies are clearly defined and measurable. For example, one objective states: “Learners will be able to analyze and explain the impact of historical events on different communities by creating a timeline that includes at least five key events.” This objective includes specific criteria for assessment, such as the inclusion of five events and a detailed explanation of their impacts. Another objective might be: “Learners will be able to compare and contrast the economic systems of two countries using a Venn diagram.” This objective is measurable through a Venn diagram activity, where learners illustrate and explain similarities and differences between the systems. Each objective clearly articulates the expected outcomes, facilitating accurate assessment of understanding and progress.

EXPLANATION

Where state standards and/or other accepted content standards exist for the course’s subject area, those standards must be identified and accurately represented in the content and objectives of the course.

If an elective course is meant to meet only some standards, it should be aligned to those standards relevant to the course.

The content and assignments for the core courses are explicitly and thoroughly aligned with the state’s academic standards, curriculum framework, and/or assessments. The College Board® approved Advanced Placement® courses and other elective courses should be aligned with other nationally accepted content standards.

EXAMPLES

Learners meet the College Board® AP® Environmental Science standard, “Explain the steps and reservoir interactions in the hydrologic cycle,” by creating a visual diagram of the water cycle.1

Learners meet a state content standard, “MA.912.GR.5.3 Construct the inscribed and circumscribed circles of a triangle.” by creating a video tutorial showing how they constructed a circle inscribed within a triangle.2

EXPLANATION

Digital literacy is the ability to effectively and responsibly use technology to locate, evaluate, create, and communicate knowledge.

Digital literacy and communication skills are an integrated instructional component of the curriculum.

Learners are provided with clear and specific expectations for all types of communications and interactions within assignments and activities.

EXAMPLES

The course overview introduces guidelines and rules of conduct for participating in discussion boards, which are referenced in the discussion activity details.

Digital communication skills are emphasized and measured in rubrics and grading.

A page related to appropriate interactions is included in all course lessons where learners engage in interactive, cohort-based activities, such as online discussion or other group work. The language attempts to go beyond typical “you should…” statements that can feel more “legal” or transactional and instead appeal to learners’ better, kinder selves on how to communicate respectfully with their learning community in online discussions.

Links to support and sample assignments are included within task instructions or in an appendix.

EXPLANATION

Learners have access to online academic help resources and optional additional materials to pursue areas of course content more deeply or to branch into related areas that might be of interest.

Course instructions articulate or link to academic support services and resources that can help learners in the course.

Learners also have access to resources that enrich the course content. These resources are available within the course where they are most needed or helpful.

EXAMPLES

Learners have access to a virtual library of resources from the home page. Course activities may have links to the library when learners are expected or need additional research for an assignment.

Academic support services, such as tutoring, are available to support and enrich the online learning experience.

The course information and syllabus materials provide a list of prerequisite knowledge and skills for the course, along with links to resources for sharpening these skills if needed.

Throughout a unit, learners have the option to take a virtual journey around the world, exploring how the elements of geography and climate create our environment. Guided through a series of individual lessons that use dynamic text, video, and audio, learners increase their understanding of science and why it matters to their lives today and the future.

EXPLANATION

The course content reflects a balanced and bias-free approach. The course invites multiple perspectives and demonstrates an understanding of the perspectives of various ethnic groups.

EXAMPLES

The course includes a balanced choice of images and other forms of media. Images and other forms of media reflect a variety of ethnicities, cultures, and backgrounds and avoid reinforcing stereotypes.

Assignments and readings include authors and perspectives from various cultural backgrounds, promoting a broader understanding of the subject matter.

Discussion prompts encourage learners to share their own cultural experiences and perspectives, fostering belonging in the learning environment.

Case studies and examples are drawn from a wide range of different contexts, helping learners see the material’s relevance to different groups.

Course resources include authors from various backgrounds and offer differing viewpoints.

EXPLANATION

The course materials are accurate and valid and represent up-to-date thinking and practice in the discipline.

EXAMPLES

The AP® textbook is a current edition and one of the College Board® recommended texts.3

Instructor-created content reflects current industry practices in the content area.

Links to external content are checked regularly to ensure access and consistency.

materials for an elementary-level social studies course include an illustrated textbook, historical photographs, and interactive OER resources. The textbook provides engaging content about communities and community helpers, regularly updated to align with current standards. Historical photographs offer authentic insights into different communities over time. Additionally, OER resources such as interactive videos and activities, social studies games, and articles and maps are incorporated to provide dynamic, age-appropriate content that enhances understanding of community structures and changes.

EXPLANATION

The course does not expose learners to adult content, developmentally inappropriate content, or unnecessary advertisements.

EXAMPLES

The course links, materials, and resources do not expose learners to unnecessary advertisements.

The course does not expose learners to inappropriate material and subject matter containing content unfit for the age level of the typical learner in the course.

Videos used in the course do not include advertising.

Designer Notes: In a Personal Finance lesson, the designer rejects a major news outlet video that is preceded by a 10-second advertisement. The other resource does not have a pre-roll advertisement. If the videos are otherwise similar, choose the video without an advertisement.

EXPLANATION

All instructional materials (including media such as pictures and video) used in the course are appropriately cited, including permission to share where applicable. Guidance for learner content use, downloading, and sharing is also included.

Instruction models appropriate source citation following the conventions of an appropriate style guide (MLA, APA, Chicago, etc.).

The course has appropriate citations for original course materials adapted with AI tools.

EXAMPLES

Copyright information, including Creative Commons licensing, can be included on each course page, at the end of each module, or in a document containing all citations for the entire course.

An organization may choose a standard citation format (ex., MLA, APA, Chicago) for all citations. In this example, a public-domain image was used. Although it is not required by law to have an image citation on public domain images, it is recommended to at least list “public domain” in a citation to avoid any confusion or research on the owner of the image.

EXPLANATION

The instructor has access to resources to promote effective course facilitation.

The instructor receives assessment and assignment answers and rubrics to provide timely feedback to learners, increase competency of content and concepts, and support instructional capacity.

Guidance is provided regarding opportunities for appropriate instructor-learner interaction, including opportunities for regular feedback about learner progress and discussion prompts for critical thinking.

The instructor can view the course as a learner.

EXAMPLES

The instructor’s course view clearly displays links to documentation, screencasts, instructor orientations, and other materials explaining how to use the grading system efficiently and effectively within the online platform.

The instructor is provided templates, grading rubrics, and answer keys for assignments and assessments.

1. AP Environment Science is a trademark registered by the College Board®. AP® and SAT® are registered trademarks of College Board, which is not affiliated with and does not endorse the National Standards for Quality Online Learning.
2. Florida Department of Education. (2020). Florida’s B.E.S.T. Standards for Mathematics (MA.912.GR.5.3)
3. AP® and SAT® are registered trademarks of College Board, which is not affiliated with and does not endorse the National Standards for Quality Online Learning.

The course incorporates instructional materials, activities, resources, and assessments that align with standards, engage all learners, and support the achievement of academic goals.

EXPLANATION

The course design includes opportunities for learners to engage with content through research, collaboration, discussion, and application. Rather than being passive receivers of information, learners participate in the discovery process of their learning.

EXAMPLES

The course design allows learners to choose their learning pathway.

Self-assessment tools provide feedback and motivation to continue learning.

Learners take ownership of their learning through progress and learning-target trackers, which provide them with the information and feedback they need to reach the next level of proficiency.

Learners taking a flex course use the pacing guide to create their own projected due dates for each item in the course using the instruction calculations. Goal-setting questions in the pacing guide promote ownership of their workspace and the support they need to succeed. Learners keep the pacing guide and use it as a self monitoring tool throughout the course.

EXPLANATION

Alignment is clear between the learning activities and objectives within a course to support learner achievement.

Assignments are meaningful, rigorous, and relevant. They contain appropriate levels of Webb’s Depth of Knowledge (DOK) to ensure learners can meet the course’s learning objectives or competencies.

EXAMPLES

Based on the content area and objectives, the activities chosen may include simulations, reading, presentations, labs, case studies, etc.

A learner is asked to explain a well-known historical event, considering multiple perspectives. The various perspectives are illustrated by writing a script, casting characters, and creating a video based on the various points of view.

EXPLANATION

The course is organized in an order that builds on prior learning with a consistent presentation of both the modules or units and the lessons and content within each module.

EXAMPLES

At the start of each module/unit, an overview describes the activities, assignments, assessments, and resources to be used and completed and how they relate to the learning objectives.

A provided course template is arranged into modules/units/weeks, including a consistent structure for each module/unit/week. Different types of activities and content may be included to support the sequencing and scaffolding of learning.

EXPLANATION

The text used in the course largely matches the desired level. Where the text is more complex than appropriate for the target audience, scaffolding techniques are used to make the text accessible to learners.

EXAMPLES

A subject matter expert identifies the intended grade level of the course and a target level of text complexity.

A course written for first-grade learners utilizes sight words and repetitive language. Images with clear alt-text are also used to facilitate the learners’ understanding.

EXPLANATION

It is important for learners to engage with the course early and establish a relationship with their instructor to help ensure that learners are progressing adequately through the course. Fun activities and introductory assignments allow the instructor to recognize whether or not a learner can get started in the course. These enable the instructor to see whether additional help is needed to ensure the learner gets off to a good start. In some cases, submitting an introductory assignment helps with accountability and accurate learner enrollment counts.

EXAMPLES

A course orientation requires learners to engage with the course and complete assignments or activities.

Learners introduce themselves to their instructor or peers in a discussion assignment.

Learners are required to complete and submit introductory assignments or assessments within the first few lessons.

The first lesson in an eighth-grade English course is designed in a gamified way that sends learners on a “secret mission” to learn essential tools and habits beneficial to learning online.

EXPLANATION

A course may be designed to provide learners with multiple ways of accessing content and expressing their knowledge throughout the course, allowing for learner voice and choice. The course design may provide options for learners to follow a sequence they determine based on prior knowledge or interests.

EXAMPLES

A course incorporates assignments in the form of video and audio uploads to allow the learner to express their understanding in various ways.

Assignments and assessments reflect learner voice and choice and demonstrate 21st-century skills of communication and collaboration.

A course uses Universal Design for Learning (UDL), a framework based on how people learn, to design engaging activities that address learner variability.

An Officiating Youth Sports course offers learner choice based on learner needs. Learners choose which units they complete based on which sports they will study to become certified youth sports officials. For example, if a learner is studying to become a football sports official, they will study different units than a learner who is planning to be certified as a volleyball sports official.

EXPLANATION

The requirements for learner interaction are clearly stated and substantial.

Learning activities are developed to foster regular learner-learner interaction. The instructional design and course content encourage exchanges amongst the learners through discussion boards, synchronous chats, and/or other communication tools.

Learner agency in question and hypothesis generation, discussions, and the exchange of ideas are essential to learning. Learners have access to tools that enable them to work together.

In some courses, learner-learner interaction may not be appropriate, such as a self-study course where learners are working at their own pace.

EXAMPLES

Threaded discussions are available for developing community, asking and finding answers to questions, and commenting on the content. Rules and expectations for the discussion are clear and posted within the course.

Learners are required to respond to a discussion prompt, which directs them to write at least three sentences addressing the prompt and thoughtfully respond (at least one sentence) to at least two of their classmates’ answers.

During a synchronous class, learners are put in small groups in a virtual breakout room to complete a jigsaw activity. Each learner is tasked with a different perspective on a problem. Learners are arranged into groups that specialize in one area. For example, learners look at how food is grown, how it reaches the store, how consumers purchase and prepare the food, and how the food is disposed of.

The first discussion post includes a fun icebreaker question, allowing students to interact and learn more about one another.

EXPLANATION

Interactions between the learner and instructor are designed to enhance learners’ understanding and achievement of the learning objectives.

EXAMPLES

Learners submit an idea for a project and receive feedback on the idea. Learners then submit an outline for the project for instructor feedback. Learners submit a draft for instructor review and feedback, then finally submit their final project for feedback and a grade. Learners receive feedback from the instructor throughout the project that helps them understand their progress and where to improve.

Instructors actively monitor and respond to a frequently-asked-questions (FAQ) discussion forum where learners can ask questions.

Learners engage in frequent conversation with their instructor utilizing synchronous or asynchronous tools such as e-journals, emails, discussion boards, and teleconferencing. These “check-ins” provide students with opportunities to ask questions and learn about their progress and provide the instructors with the opportunity to get to know the learner and assess their understanding of the course content.

EXPLANATION

Course materials and resources are appropriate, relevant, and accessible to learners and convey course content in an effective and engaging manner to support learner attainment of course content and concepts.

The course materials contribute to the achievement of the stated course and module/unit-level learning objectives or competencies, and their relationship with learning objectives or competencies is clearly stated.

The course content and instructional materials are of appropriate cognitive rigor (Webb’s Depth of Knowledge & Bloom’s taxonomy), scaffolding, and range to support the learning goals.

EXAMPLES

To meet the objective “Learners will write a five-paragraph argumentative essay,” materials are scaffolded to walk learners through the process over a series of assignments that progress from basic to complex skills.

A closed-captioned, 3-minute video illustrating cell mitosis is employed to show the process in a unit on cell biology within the context of genetics.

Images of paintings by Van Gogh, da Vinci, and Rembrandt illustrate their painting techniques: impasto, sfumato, and chiaroscuro. (Images include alternative descriptions [alt-tags] and are narratively described.)

After viewing a video about the climate, learners reflect and write down words and phrases from the video that struck them. Next, they share one of the words or phrases along with an explanation about why it was meaningful to them in an asynchronous discussion with their classmates. Learners are asked to read their classmates’ posts and respond if so moved.

A lesson on the intersection of ethics and technology includes a resource at the start of the lesson to draw learners into the topic and issues in an engaging way that combines powerful images, minimal text, various interactives, and provocative content.

A variety of assessment strategies are used throughout the course, geared toward learning and engagement, and learners are provided with feedback on their progress.

EXPLANATION

A clear connection between the assessment and the stated goals of the course is established.

EXAMPLES

To meet the objective “Learners will write a five-paragraph argumentative essay,” materials are scaffolded to walk learners through the process over a series of assignments that progress from basic to complex skills.

A closed-captioned, 3-minute video illustrating cell mitosis is employed to show the process in a unit on cell biology within the context of genetics.

Images of paintings by Van Gogh, da Vinci, and Rembrandt illustrate their painting techniques: impasto, sfumato, and chiaroscuro. (Images include alternative descriptions [alt-tags] and are narratively described.)

After viewing a video about the climate, learners reflect and write down words and phrases from the video that struck them. Next, they share one of the words or phrases along with an explanation about why it was meaningful to them in an asynchronous discussion with their classmates. Learners are asked to read their classmates’ posts and respond if so moved.

A lesson on the intersection of ethics and technology includes a resource at the start of the lesson to draw learners into the topic and issues in an engaging way that combines powerful images, minimal text, various interactives, and provocative content.

EXPLANATION

Frequent formative assessments measure progress toward full command of content (as measured by summative assessments). Learners at all learning levels are given the opportunity to demonstrate progress in acquiring overarching content ideas.

EXAMPLES

A course includes a visible path of formative and summative assessments that measure learner progress toward achievement of content within the course objectives.

Learners are tasked to demonstrate an understanding of the immediate major effects of the Great Depression on American politics in the 1930s and 1940s. Multiple formative assessments, such as learning checks, reflections, or short quizzes, are included in the course to measure progress toward understanding. Formative assessments incorporate self-assessments as well as instructor-led assessments.

Designer Notes: Using a course blueprint to plan assessments ensures learner progress towards attainment of content understanding is being measured. This tool allows you to determine the purpose of the assessment and identify the standards being assessed, the skills addressed in each standard, the level of rigor of each skill, possible types of assessment items, and write or select assessment items.

EXPLANATION

Assessment strategies provide learners with opportunities to reflect on their progress toward meeting course requirements and achieving learning objectives or competencies.

EXAMPLES

Writing assignments that allow for the submission of a draft for instructor comments and suggestions for improvement.

The course includes formative assessments that provide clear feedback for each answer choice.

Learners engage with interactive games and simulations that have automated feedback.

A course includes self-scoring practice quizzes, peer reviews, and example papers and essays so that learners can monitor their learning progress.

A lesson provides several opportunities to self-assess and reflect. Asking learners to pause and reflect on their own lives and experiences can engage them in the content.

A course utilizes a journal entry format for learners to reflect on sources of information and the importance of getting a wide range of sources.

Learners have an opportunity to correct errors and receive feedback on their level of proficiency.

EXPLANATION

Multiple methods of assessment strategies are included based on the specified learning objective or competencies and learner needs. Each assessment does not have to have multiple methods, but over the entire course, multiple methods of assessment are used. In addition, alternative assessments should be open to all learners when appropriate. Alternative assessment strategies may be more appropriate for some subjects and competency types (e.g., knowledge) than others (e.g., CTE skills). In some cases, an authentic assessment strategy may be the only reliable way to measure skill proficiency.

EXAMPLES

A U.S. History course provides learners with choice and flexibility in demonstrating their application of content knowledge, including oral reports, videos, computer presentations, group posters, musical projects, etc. These may be chosen at the time of assessment or as a second choice option for revisions, as provided by the instructor.

An objective, “Explain how The Wonderful Wizard of Oz uses symbolism to represent the culture of the United States as it entered the 20th century” is assessed by the learners creating a final project using at least six characters or items from the book and explaining what they represent. Learners may choose to write an essay, create a slideshow, construct a poster, or generate a video. A grading rubric is provided to ensure key elements are included in their explanation.

Designer Notes: A program might develop a document that includes a list of varying types of assessments that can

EXPLANATION

Specific and descriptive criteria are provided for evaluating learners’ work and assisting the instructor in determining the level of achievement of learning objectives and competencies. Rubrics allow learners and instructors to understand expectations for varied levels of proficiency. Rubrics might be created by instructors as well as course designers, but course designers should create space for rubrics and add templates following the school’s norms.

Rubrics clearly define expectations by being linked to learning objectives and current state/or other accepted content standards.

EXAMPLES

Learners are asked to describe the immediate political outcomes of WWII. A provided rubric allows for various performance-based products, videos, papers, and speeches. Further, the provided rubric offers a rich description of key competencies for each type of performance-based product.

A rubric is provided within the reflection assignment to evaluate mechanics, connection to experience, accuracy, relevance, depth, breadth, logic, and significance. The rubric is used to assess learner reflection.

The course design reflects a commitment to accessibility so that all learners can access all content and activities and to usability so that all learners can easily navigate and interact with all course components. Course materials, activities, and assessments are designed to ensure that all learners have access to the same information and are able to engage in the same interactions and within the same time frame. The course, developed with universal design principles in mind, addresses Section 504 of the Rehabilitation Act of 1973 and Title II of the Americans with Disabilities Act (ADA) by following (Web Content Accessibility Guidelines) WCAG 2.1 AA standards. This does not guarantee or imply that particular country/federal/state/local accessibility regulations are met. Please consult with an accessibility specialist to ensure that all required accessibility regulations are met.

EXPLANATION

Navigation refers to the process of planning, controlling, and recording the movement of a learner from one place to another in the course. Navigation throughout the course is consistent, logical, efficient, and facilitates ease of use.

EXAMPLES

Consistent layout and design are employed throughout, making content, instructional materials, tools, and media readily found from anywhere in the course. Design elements are used consistently, increasing predictability and intuitiveness.

Course pages have links that are consistently labeled with easy-to-understand, self-describing, and meaningful names (for example, the text “National Standards for Quality Online Learning website” is the hyperlink rather than www.nsqol.org). Icons used as links have a text alternative that describes the icon’s function or an accompanying text link.

The course design enables learners to easily locate where they are within the course and to easily return to the homepage from any location.

The hierarchy of material in a page or document is clearly indicated through heading styles (Heading 1, Heading 2, etc.). A table of contents is included that allows learners to move easily throughout documents.

A course homepage has multiple buttons and links allowing learners to change the page view to the module view

Modules are numbered consecutively, and lesson and assessment pages have unique titles. Assessments are indented to make them stand out.

Each course contains a “Live Class Unit” at the end of the sequence, which is accessible all semester. Other units must be completed in order. A “Live Class Assignments” button at the top of the module view helps learners navigate to it quickly.

Courses for younger learners have simple navigation. For example, a kindergarten course uses arrows that point left and right to indicate forward and backward movement through the course.

EXPLANATION

Course design elements maximize usability by facilitating readability and minimizing distractions.

For information pertaining to the reading level of course content, see Indicator C4.

EXAMPLES

Content is formatted to serve specific instructional purposes. For example, format and text color are used purposefully to communicate key points, group like items, and emphasize relevant relationships. Color alone is not used to convey meaning, and sensory characteristics (size, shape, location) are not required for understanding directions.

Similar content is grouped; headings are used to indicate change of topic.

Heading and body styles are consistent throughout the course and follow a logical structure.

White space or negative space is used around content to help increase comprehension and reduce eye fatigue that occurs with large blocks of text or many images.

The lesson design facilitates readability by using short paragraphs, providing content in multiple formats, and ensuring content is accessible for young learners with sans-serif fonts and predictable page formats.

EXPLANATION

All course content (text and images, documents, LMS pages, web pages, media, etc.) is accessible to all learners, or an comparable alternative is available. The Web Content Accessibility Guidelines (WCAG) provide additional guidance to achieve accessibility.

Achieving accessibility means that individuals with sensory, physical, cognitive, or learning disabilities can independently acquire the same information, engage in the same interactions, and enjoy the same learning experiences with substantially equivalent ease of use as individuals without disabilities. Alternative content is “equally effective,” meaning the same information is as readily available as the original content.

EXAMPLES

Images and graphs are described via alternative text, long description, or audio description.

All tables are set up as text and not embedded as images.

Tables are set up with headings for columns and rows and are used only for summarizing data, not for formatting.

Document or HTML titles, headings, etc., are formatted using styles (Heading 1, Heading 2, etc.) found in the word processing software (such as Word) style gallery; they do not merely utilize a large, bold, or italic font.

PDFs that contain text are not merely image scans; any text contained in PDFs is selectable and searchable.

If the audio content corresponds with the visual content in a way that conveys meaning (e.g., a video demonstrating how to operate a Bunsen burner in a chemistry lab), captions provide an equivalent experience. Visual information that is critical to meaning is conveyed through audio description.

EXPLANATION

Multimedia used as a vehicle for content or feedback (e.g., images, audio, animation, video, and interactive components) are easy to use for the intended students, clear, and interoperable across platforms.

EXAMPLES

Graphics and animations are used to enhance instructional materials and illustrate ideas without causing distractions.

Images are appropriately sized and can be viewed in their entirety without scrolling.

The audio quality is clear.

EXPLANATION

Learners have access to information on the accessibility of the learning management system and all additional required technologies and content.

Course tools and materials link to the vendor’s accessibility statement or vendor-provided details through a Voluntary Product Accessibility Template (VPAT).

EXAMPLES

A vendor’s accessibility statement is provided in the course syllabus, a page on resources, or required technology software.

A district manages a web page that includes anchored links to the accessibility statements for technologies used in the course, including the learning management system, any integrated third-party software (e.g., plagiarism detection software), and polling and social media tools.

The learning management system (LMS) accessibility statement details its compliance with WCAG 2.1 Level AA standards. It highlights key accessibility features of the LMS that support learners using the course and links to further information about the LMS’s accessibility, which includes a VPAT statement with specific details.

The technologies enabling the various course components facilitate active learning and support the learning process.

EXPLANATION

Course tools and technologies chosen, whether included in the learning platform or external to the learning platform, comply with applicable state and relevant U.S. child protection laws such as the following (if outside of the U.S., consult relevant national law):

  • The Children’s Internet Protection Act (CIPA)
  • The Family Educational Rights and Privacy Act (FERPA)
  • The Children’s Online Privacy Protection Act (COPPA) The Terms of Use and Data Addendums for all technology tools used in the course are reviewed for adherence to local, state, and federal data protection and privacy laws and other governing body policies.

EXAMPLES

A defined protocol is used to vet technology tools for compliance with applicable laws.

Any external tools used in the course must be approved by the technology department before using them.

Tools enable learners to remain anonymous or use an alias known to the instructor.

Data collected by artificial intelligence (AI) is anonymous when possible, with clear protocols for storing, using, and sharing data.

EXPLANATION

Technology tools used in a course are purposeful, accessible, and enhance learning outcomes.

EXAMPLES

A course that uses an asynchronous discussion tool clearly explains how the tool supports a learning objective or competency.

A protocol is used to ensure applications are suitable for learner needs.

An assignment in a course provides the student with the option to upload an image, text, audio, or video to demonstrate the achievement of the lesson objectives.

EXPLANATION

The platform in which the course is presented allows for adapting content as needed.

Options are provided to adapt learning activities to accommodate learners’ needs and preferences.

EXAMPLES

The course enables document uploading and the addition of text, lessons, links, and commentary to the course pages.

The ability to add and revise course content, activities, and assessments to modify or extend learning opportunities as appropriate is provided.

A course has the capability to select or hide particular lessons or modules, re-order the sequence of lessons, provide timed release of content, and select among provided activities.

Learners are provided a pacing guide aligned with personalized content design.

EXPLANATION

In courses where assessments are designed to interact with an online gradebook, assessment results can be automatically recorded in the gradebook.

If a gradebook is provided, it is a flexible tool, providing functions beyond recording individual scores on assignments.

EXAMPLES

The gradebook provided within the course allows management of the class roster, assignment of weights to assignments, examination of specific individual learner assignments or quiz results, and import and export scores/grades.

The gradebook allows for the generation of scores or grades by learning objective.

Technical functionality within a gradebook allows for the analysis of grading patterns across the course or by learning objective. Additional functionality may include charts, graphs, and statistical analysis of performance on individual questions or unit learning objectives – mean, median, percentile, or standard deviation.

Designer Notes: Technology integration may be required to connect assessments to the gradebook.

EXPLANATION

New technologies are continuously made available. The use of new technologies may be experimental and can push the boundaries of traditional technology usage. Nevertheless, the use of emerging technologies can further learners’ experience and support their achievement of the learning outcomes.

EXAMPLES

A course may include tools that analyze student data and adapt content delivery to meet individual learner needs.

A statement in the course explains that emerging technologies, such as artificial intelligence (AI), are used within the course to make decisions and personalize content.

Designer Notes: Designers monitor emerging technologies to determine whether they will enhance the learner experience and support achievement of learner outcomes.

The course is evaluated regularly for effectiveness using a variety of assessment strategies, and the findings are used as a basis for improvement. The course is kept up-to-date, both in content and in the application of new research on course design and technologies.

EXPLANATION

A combination of learners, instructors, content experts, instructional designers, and outside reviewers may be used to evaluate the course for effectiveness. Various methods of assessment include online course evaluations, learner completion rates, satisfaction surveys, peer reviews, instructor and learner feedback, content and learning analytics, and learner performance on assessments.

EXAMPLES

The course is evaluated through a documented process on a set schedule, ensuring all courses are evaluated regularly. Evaluation methods include analysis of learner surveys, learner performance data, and peer reviews. External researchers may also be employed to study course effectiveness.

An information system captures various data points for each course. Data may include learner activity over the length of the course, average learner grades at the end of each unit, trends in course enrollment, and learner pass rate. These data points may be used when discussing the effectiveness of a specific course.

EXPLANATION

Regular review and revision are conducted to maintain quality, integrity, and currency of content and assessments. The frequency and process of review should be established as a policy by the course provider.

EXAMPLES

The course review process and cycle are publicly shared. Courses undergo regular reviews to ensure content remains current, engaging, and relevant.

Designer Notes: An organization uses a revision schedule that adds existing courses to its course development calendar every five years. Content standards and state graduation requirements are reviewed annually to determine if a course needs to be added or removed from the course revision cycle.

EXPLANATION

Evaluation findings are used to drive continuous improvement efforts in the course. Updates incorporate research-supported best practices to enhance course effectiveness.

EXAMPLES

As part of ongoing evaluations, improvements to the course are implemented based on the latest research and evaluation results.

As a result of course reviews, the lack of alignment between objectives and assessments points to a need for professional development on the topic of alignment. Professional development is provided to improve course alignment.

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